Modified Madeline Hunter Technology Lesson Plan Model ED 479: Instructional Technology ED 427 Teacher: Jule Peterson Classroom

Teacher: Gretchen Willis School: Park Elementary nd Grade Level: 2 Number of Students: 18 Unit & Topic: Social Studies Lesson Duration: 45 minutes Planning and Teaching = 50 points Planning

1. Content Objective: By the end of the lesson, students will have mastered using popplet in order to create a graphic organizer.
Colorado State Content Standards: Content Area: Social Studies Standard: 1. History Grade Level Expectation: Second Grade Concepts and skills students master: 2. People have influenced the history of neighborhoods and communities Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: d. Compare how communities and neighborhoods are alike and different (DOK 1-2)

2. And NETS-S (Technology Standards): Research and information fluency 3. Learning Target: Students will create a graphic organizer using three facts about their Durango community using the popplet app on the ipad 4. Key Vocabulary: ipad, app (application), touch screen, popplet, click and drag, text, insert image. 5. Essential Questions: How can I use popplet to create a graphic organizer? 6. Materials: ipads for 18 students 7. Prerequisite Technology Skills: Unlocking an ipad, using a touch screen, selecting an app, typing on the ipad. 8. Anticipatory Set: Show a pre-made graphic organizer on popplet of teachers community facts. Ask students if they know what the image is called, and how it can help us in school (correct answer is that it is a graphic organizer to help us organize information).
Teaching

9. Foreshadow and outcome task: Today we will be creating a graphic organizer using popplet. Graphic organizers are used to collect and organize information. They come in many different types, such as Venn diagrams, tables, or web mapswhich is what we will be focusing on today. We are going to learn how to create a web map graphic organizer using the app called popplet on the ipad. 10. Input:
Teacher will do each step with students on their own ipad that will be connected to a big screen/projector so students can follow along as each direction is given.

1. First, students will open the popplet app. (pause and wait until all students have opened the app) 2. Show students that when they double click on the screen a new box pops up.

This box has many options on itgo over each option (a.h.). After each instruction, allow wait time for students to do it on their own and ask any questions for clarification a. You can write text in the box by selecting the T and then begin writing b. You can change the color of the box by selecting the miniature box on the bottom line (next to the T) c. You can draw in the box by selecting the little pen and choosing a color. Use finger to draw. d. Select the image icon to insert a picture on the ipad, or take a new one. e. Resize the box by dragging any of the triangles on the outer corners in or out. f. Add a new box with a connecting line by selecting any of the circles with a gray ring and white center. g. Delete the box by selecting the X on the upper right corner of the box. h. Lastly, move box around the screen by pressing, holding, and dragging with a finger. 3. After instructions on how to use the popplet boxes check for understanding- fist to five. Tell students they are going to create their own graphic organizer about three of their favorite activities. 4. Instruct students to create one box and write this in the box My Community: Durango 5. Tell them they must make at least three different boxes webbing from the main box (their name) with their three (or more) different facts (show example of teachers). check for understandingthumbs up/down 6. As teacher goes through instructions, write all on board 1-5 (unnecessary to write a.h.) Example of instructions written on board: 1. Open popplet app 2. Double click on screen to open a new box 3. Write in first box, My Community: Durango. 4. Make three different boxes (each box is one of your facts) webbing from the main box. 5. Off each box with a fact, give reasons why in boxes webbing from the fact box. 6. Put down ipad when done and raise hand to be checked off. 11. Modeling: At the beginning, I will show an example of what the finished product should look like (and leave it on the projector/screen as students create their own). I will also do the initial steps with them (a.h.) as I give them each direction. 12. Checking for understanding: After giving instructions, teacher will check for understanding twice during the process. Teacher will also check to see if the students understood graphic organizers by checking final product when students finish. 13. Guided Practice: Students will create their own graphic organizer after all instructions have been given. Teacher will circulate around the room to answer any questions and help students who may need more support. 14. Assessment: After students have finished their graphic organizer, teacher will go to

each student and check to see they met all the instructions. Their final product is the item assessed to see if they understood. 15. Closure: Give students an exit ticket that requires them to answer the question, What else can we use graphic organizers for? 16. Independent practice: The following class, students will create a graphic organizer on their own about what they think a neighborhood is.
Grading Scale for Planning and Teaching (50 points) 50 = Excellent job! Meets all the criteria in the assignment and rubric in a thoughtful, thorough way. The entire lesson is integrated, coherent, and engaging. 40 = Meets all the criteria in the assignment and rubric in a generally thoughtful, thorough way. The lesson is integrated and coherent. One or two minor changes recommended, or could be developed in more detail in minor ways. 30 = Meets all of the criteria in the assignment and rubric. Some changes recommended, or could be developed in more detail. 20 = Meets most of the criteria in the assignment and rubric. May be cursory, lack development or detail, or not be particularly integrated with the rest of the lesson. 10 = The section is filled in and exhibits some effort to meet the criteria in the assignment and rubric. But some of the information is unclear, incorrect, exhibits minimal development or detail, or is not integrated with the rest of the lesson. 5 > = The section does not meet the criteria in the assignment and rubric. Or the information required in the section is somewhere in the lesson plan, but isnt included in a labeled section. (Point value of 1-5 based on the degree.) Or information is unclear, incorrect, or not at all appropriate to the content, lesson focus, or grade level. 0 = The section was not done. 1. 2. 3. 4. 5. Holistic Lesson Planning (30 points) The standards, objectives, learning target, and essential questions are all about the same skills and concepts. The assessment measures those skills and concepts. The skills and concepts are manageable for you to teach in a one-day lesson. The skills and concepts would be manageable for students to do. The skills and concepts would be useful, relevant and interesting to students at this grade level.

Grading Scale for Holistic Lesson Planning (30 points) 30 = Excellent! Met all five of the listed criteria. 20 = Met three or four of the listed criteria. 10 = Met one or two of the listed criteria. 0 = Met none of the listed criteria.